few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand similarity in terms of similarity transformations.

Classify two-dimensional figures into categories based on their properties.

Understand and apply the Pythagorean Theorem.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Make geometric constructions.

Apply trigonometry to general triangles.

Explain volume formulas and use them to solve problems.

Visualize relationships between two-dimensional and three-dimensional objects.

Analyze, compare, create, and compose shapes.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Prove theorems involving similarity.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Solve real-world and mathematical problems involving area, surface area, and volume.

Use coordinates to prove simple geometric theorems algebraically.

Reason with shapes and their attributes.

Understand congruence in terms of rigid motions.

Find arc lengths and areas of sectors of circles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Prove geometric theorems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand and apply theorems about circles.

Translate between the geometric description and the equation for a conic section.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Apply geometric concepts in modeling situations.

Experiment with transformations in the plane.

Define trigonometric ratios and solve problems involving right triangles.
problem_activity: Narrative
The purpose of this activity is for students to build and compare flat and solid shapes. Students are not expected to build precise shapes. Using clay to build the shapes helps students feel the difference between flat and solid shapes. The terms “flat” and “solid” are introduced in the activity synthesis. Students may benefit from getting to hold and see the solid shapes up close as they build them.
Required Materials
Materials to Gather
Clay
Required Preparation
Each student needs a piece of clay.
Gather a cone and cylinder to display.
Launch
Groups of 2
Give each student a piece of clay.
“Use your clay to make a shape that you know.”
1 minute: independent work time
“Share your shape with your partner. How are they the same? How are they different?” (The shapes are different. I made a circle and my partner made a triangle.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
Display a cylinder.
“Make this shape with your clay.”
2 minutes: independent work time
Display a cone.
“Make this shape with your clay.”
2 minutes: independent work time
“Describe the shape that you made to your partner. What does it look like?” (It looks like an ice cream cone. It’s tall. It has a point on the bottom.)
30 seconds: quiet think time
2 minutes: partner discussion
Share responses.
Student Response
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for free access to Student Response.
Activity Synthesis
Display a group of flat shapes and a group of solid shapes that students created.
“What is different about the shapes that we made first and the rest of the shapes that we made?” (The shapes that we made first are all flat. The other shapes stick up.)
“The first shapes that we made were flat shapes, like circles and rectangles. Then we built some other shapes. What can we call these shapes?” (solid shapes, big shapes)
“These shapes are solid shapes.”
“Use your clay to make a flat shape.”
“Use your clay to make a solid shape.”


correct_option_index: 9

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